COMMUNITY EXPERIENCE

8c: Community experiences is one component of a transition program “that are provided outside the school building or in community settings. Examples include community-based work experiences and/ or exploration, job site training, banking, shopping, transportation, counseling and recreation activities”.

Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center.

8c.2a: The following examples of community experience support the postsecondary education/training and employment goals of “upon completion of high school, John will enroll at Ocean County Community College” and “John will work in an on-campus part-time job while in college.”
Examples:

Three visits to community college (contact with school’s Learning Assistance Program)
Training using a public telephone to call group home
Trips to community college using public transportation
Trip to community college bookstore to purchase supplies needed
Tour of community college campus to familiarize student with surroundings

8c.2b: Nonexamples:

Field trip to four-year college dormitory
Sleep over orientation at four-year college campus
Visit adult vocational day placement agency

8c.2c: The following examples of community experiences support the postsecondary education/training and employment goals of “Allison will obtain a four-year degree from a liberal arts college with major in child development” and “Allison will have a career in the field of early childhood education.”
Examples:

Job shadow experiences with children
Visit three university campuses, including a tour through the admissions department and a visit to the disability services office, between the late Spring and early Fall 2006

8c.2d: Non-examples:

Role play admissions interview in special education resource classroom

8c.3a: The following examples of community experience support the postsecondary education/training and employment goals of “upon completion of high school, John will enroll at Ocean County Community College” and “John will work in an on-campus part-time job while in college.”
Examples:

Three visits to community college (contact with school’s Learning Assistance Program)
Training using a public telephone to call group home
Trips to community college using public transportation
Trip to community college bookstore to purchase supplies needed.
Tour of community college campus to familiarize student with surroundings

8c.3b: Nonexamples:

Field trip to four-year college dormitory
Sleep over orientation at four-year college campus
Visit adult vocational day placement agency

8c.3c: The following examples of community experiences support the postsecondary education/training and employment goals of “Allison will obtain a four-year degree from a liberal arts college with major in child development” and “Allison will have a career in the field of early childhood education.”
Examples:

Job shadow experiences with children
Visit three university campuses, including a tour through the admissions department and a visit to the disability services office between the late Spring and early Fall, 2006

8c.3d: Non-examples:

Role play admissions interview in special education resource classroom

8c.3i: The following examples of community experience support the postsecondary employment goal of “upon graduation from high school, Jodi will attain a part-time position in a community retail environment independently.”
Examples:

Job shadowing in a retail environment
Practice using public transportation
Visit four retail settings that are prospective employers
Mock interviews with an employment specialist at a community based instruction site

8c.3j: Nonexamples:

Watch series of videos depicting appropriate community behavior
Participate in role play activities in the classroom related to using a register
Visit aquatic center for Special Olympics swimming practice
Use internet to identify directions to job site
Call bus company to ask about route and schedule information

8c.4g: The following example of community experience support the independent living goal of “after graduation Rolanda will participate in community-integrated recreational/leisure activities related to music, movies, and art at movie theaters, concerts at the local community college, art and craft museums downtown, and the entertainment store at the mall.”
Examples:

Visits to recreational agencies/facilities in the community
Leisure and recreational interest survey through student response to different leisure opportunities in the community

8c.4j: Nonexamples:

Job shadowing in a retail environment
Practice using public transportation

8c.4l: The following example of community experience support the independent living goal of “immediately following graduation, Kevin will participate in 1- 2 age-appropriate community and individual community-based activities per week related to horticulture, socialization with young adults, animals, and music.”

Examples:

Visits to recreational agencies/facilities in the community
Leisure and recreational interest survey through student response to different leisure opportunities in the community
Referral to Teens on the Town, a recreation program for young adults with developmental disabilities

8c.4n: Nonexamples:

Employment preference survey
Watching a movie in the classroom
Calling the movie theater from the classroom to determine movie times

8c.5a: The following examples of community experience support the multi-domain postsecondary goal for Jason of attending college to gain employment as a teacher.
Examples:

Structured observations of teachers
Visit to at least one college with a teacher preparation program
Conduct teacher interviews

8c.5b: Nonexample:

Watch series of videos on various professional careers

8c.5c: The following examples of community experience support the multi-domain postsecondary goal for Stephanie related to accessing transportation to her job, where she will participate in on-the-job training.
Examples:

Job shadowing in a food-service environment
Taking the bus to access job shadowing site

8c.5d: Nonexamples:

Preparing sandwiches in the classroom
Role-playing interviews with classmates

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC, NSTTAC.